VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
 HOÀNG THỊ HÀ
A STUDY ON STUDENTS’ MOTIVATION IN READING SKILLS
AT QUANG LOWER SECONDARY SCHOOL
(Nghiên cứu về động lực học kỹ năng đọc hiểu của học sinh
trường THCS Quảng Định)
M.A. MINOR THESIS Field: English Teaching Methodology
Code: 60.14.10 Hanoi, 2011


Hanoi, 2011

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LIST OF TABLES AND FIGURES
1. LIST OF TABLES
Table 1: The reasons for students’ learning reading skills
Table 2: Factors affecting students’ motivation in reading
Table 3: The frequency of activities used by the teachers
Table 4: Techniques used by the teachers
Table 5: Results of classroom observation
Table 6: Teacher’s comments on the textbook
Table 7: Students’ comments on the topics of the textbooks
Table 8: Students’ comments on teachers’ employment of activities
2. LIST OF FIGURES
Figure 1: The relationship between reasons for reading and types of reading.
Figure 2: Student’s attitudes towards the importance of learning English reading


1.1.3. Role of motivation in second language learning. 8
1.2. Theoretical backgrounds of reading. 9
1.2.1. Definitions of reading. 9
1.2.2. Reasons for reading. 10
1.2.3. Types of reading. 10
1.2.3.1. According to ways of reading 11
1.2.3.2. According to reasons of reading 12
1.2.4. The importance of teaching and learning reading 14
1.3. Motivation in reading 15
1.3.1. The importance of motivation in reading second language. 15

v
1.3.2. Main factors affecting students’ motivation in reading second language. 16
1.3.2.1. The reading materials 16
1.3.2.2. The teacher 17
1.3.2.3. The students 18
1.4. Summary 19
CHAPTER 2: METHODOLOGY 20
2.1. Context of the study 20
2.2. Participants 21
2.3. Instruments 21
2.3.1. Classroom observation 21
2.3.2. Survey Questionnaires 21
2.3.2.1. Survey questionnaires for the teachers 22
2.3.2.2. Survey questionnaires for the students 22
2.3.3. Interview 22
2.4. Data collection procedures 22
2.5. Summary 23
CHAPTER 3: DATA ANALYSIS AND FINDINGS 24
3.1 The identification of students’ motivation 24

1.1. Rationale of the study
English has developed with an unprecedented speed in Viet Nam since the Government
implemented the open-door policy to the regional and global integration. English
proficiency is, then, seen as vital requirement for employment and higher education. As a
result, almost learners have to study English as second language for job seeking, job
promotion or overseas studies. Nowadays, in lower secondary schools, English becomes
one of the compulsory subjects on which Grade-9 students are tested at their State
Graduation Examination.
Douglas (2007) wrote that "children who read frequently grow to become skillful readers".
Many researchers also argue that reading is one of the most important skills for second
language readers. According to these researchers, reading is crucial for learning new
information, explaining, interpreting, and combining it based on old information and
expectations. Its instrumental use is particularly important at the lower secondary school
stage. From my own observation and involvement as a part-time teacher of Quang Dinh
Lower Secondary School since 2007, I realize that almost students find reading lessons
tough and boring in which they often feel sleepy. Only a few students get involved in the
activities conducted by teachers while others keep silence or do something else. Obviously,
one of the biggest challenges to teachers is to find out effective ways to improve their
students' reading skills.
This study addresses the issue by looking at the students' motivation in learning reading
skills as it is widely acknowledged that motivation plays a very important role in second
language learning process. Motivation is one of the key factors that determines the success
or failure of language learning. While a considerable amount of research has been
conducted to study the motivation and its effects on second language acquisition, little has
been particularly taken on students' motivation in learning reading comprehension skills
alone.
For the above reasons, I would like to carry out ―A study on students' motivation in
reading skills at Quang Dinh Lower Secondary School” with an attempt to investigate
the factors affecting students' motivation in learning reading skills and suggest some ways

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1.4. Scope of the study
Recent researchers show that motivation is the key factor which determines the success or
the failure of second language learning among many factors in the second language
acquisition process. This study investigates motivation as a separate factor in learning
English reading. The result of the study will be applied to enhance the reading
comprehension skills of grade-9 students at Quang Dinh Lower Secondary School.
1.5. Methods of the study
This case study is carried out on the basis of material collection, classroom observation,
survey questionnaires and interview. The use of data striangulation insures that the
information about the subject is tested in more than one way, so the most reliable data will
be gathered.
In theoretical part, a lot of reference materials on motivation and reading have been
gathered and analyzed.
In practical part, classroom observation, survey questionnaires and interview are carried
out to collect the most reliable data for the study.
1.6. Significance of the study
The study focuses on the importance of motivation and identifies the factors affecting
students’ motivation in learning English reading skills. Its findings are believed to help
teachers of English to be aware of vital role of reading materials to students’ motivation in
reading lessons. Since then, the study suggests some motivational strategies for better
reading comprehension.
1.7. Design of the study
The study is designed with three parts as follows:
PART 1: INTRODUCTION
The part presents the rationale of the study, aims of the study, research questions, scope of
the study, methods of the study and the significance.
PART 2: DEVELOPMENT 5
PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter is concerned with the theories of motivation and second language reading.
Three main features will be presented: theoretical background of motivation, theoretical
background of reading and motivation in second language reading.
1.1. Theoretical backgrounds of motivation
1.1.1. Definition of motivation
Despite the divergence of the approaches used to study motivation, its definitions are
surprisingly uniform. In simple terms, motivation, based on the Latin verb for ―move,‖ is
the force that makes one do something. It is a process that involves goals, physical or
mental activity, and is both instigated and sustained (Pintrich & Schunk, 1996: 4-5;
Williams, 1997). It is characterized in terms of direction, duration and intensity. Earlier
theorists tended to portray motivation mechanistically, related to needs
satisfaction (Maslow, 1987; Owens, 1987), while the more recent cognitive psychologists
portray motivation as a product of conscious decision (Williams, 1997).
However, the definition of motivation used in second language (SL) studies is less
uniform. As Crookes and Schmidt (1991) point out, even though almost every text has a
chapter on motivation, it is used more as a general catch-all rather than a precise construct.
They quote McDonough in pointing out that ―motivation‖ is used ―as a general cover term
– a dustbin – to include a number of possibly distinct concepts‖ (Crookes & Schmidt,
1991). Whatever the case, it has been traditionally corresponded with and measured by
proficiency. It is also defined as producing ―engagement in and persistence with the
learning task‖ (Crookes & Schmidt, 1991). This is especially true among teachers rather
than second language researchers, who ―would describe a student as motivated if he or she
becomes productively engaged in learning tasks and sustains that engagement, without the

such as gaining employment or passing a test.
Integrative motivation is highly correlated with achievement, so of the two orientations,
integrative motivation has usually been held as superior (Crookes & Schmidt, 1991). This
is not necessarily Gardner’s position since he states the social context might make an
instrumental orientation better in some situations and an integrative orientation better in
others (Williams, 1997). 7
―Gardner’s theories have influenced virtually all SL-related research in this area‖ (Crookes
& Schmidt, 1991: 471), but have also been criticized, especially in regard to the integrative
motive hypothesis and the causality hypothesis. Interpretation of the empirical data from
research to validate these theories is controversial, since various studies have produced
different results. Clearly, other factors impinge. Some factors, such as age, can be
controlled for, but others, such as cultural values, cannot. Gardner’s chief critic, Oller,
suggests that the relationship between affective factors and language learning may be an
―unstable non-linear function of high variability‖ (Crookes & Schmidt, 1991: 48).
In his 1988 defense of the theory, Gardner indicated that across a large number of studies,
there have been significant correlation between integrative attitudes and language
proficiency, and in his own later study (1992), he found a strong correlation with the
learning of vocabulary items. Integrative motivation has been also correlated with
persistence; Ramage (1991) conducted a study to find what relationship exists between
various motivations and the likelihood of a student to continue in a program. She found
that an interest in the foreign culture and in learning the language, but not for instrumental
reasons, thoroughly distinguished those students who would continue in a program from
those who would not.
The strong correlation between integrative motivation and achievement implies causality,
but, as in all correlations, making such an assumption is speculative. Integrativeness and
achievement might both be products of another, not yet identified causes. Savignon and
Strong (cited in Crookes & Schmidt, 1991: 474), have even proposed that the causality

learners that ―in intrinsic motivation, the external incentives and rewards that are used to
get students to learn or work modify their action are artificially devised techniques. Ideally,
once extrinsic motivation has been used to help develop intrinsic motivation, it should be
phased out.‖
1.1.3. Role of motivation in second language learning.
Most motivation theorists assume that motivation is involved in the performance of all
learners’ responses; that is, a learner behavior will not occur unless it is energized. As a
result, motivation affects the extent of active, personal involvement in second language
learning. Obviously, unmotivated students are insufficiently involved and therefore unable
to develop their potential second language skills. Thus, motivation is one of the main
determining factors in success in second language learning. Oxford and Shearin (1996:121-
122) point out: 9
―Motivation is important because it directly influences how often students use second
language learning strategies, how much students interact with native speakers, how much
input they receive in the language being learned (the target language), how well they do in
curriculum- related achievement tests, how high their general proficiency level becomes,
and how long they persevere and maintain second language skills after language study is
over”.
Therefore, motivation is crucial for second language learning, and it is essential to
understand what the students’ motivation is. As a general rule, teachers are advised to use
as much of the intrinsic suggestions as possible while recognizing that not all students will
be appropriately motivated by them. However, both intrinsic and extrinsic motivation
should be paid attention to teaching and learning second language learning.
1.2. Theoretical backgrounds of reading.
1.2.1. Definitions of reading
―Reading‖ is a complex cognitive process of decoding symbols for the intention of
constructing or deriving meaning. It is the mastery of basic cognitive processes to the point

Wallace, C (1992).
Reading for survival is considered to be in response to our environment, to find out
information and can include street signs, advertising, and timetables. It depends very much
on the daily needs of the reader and often involves an immediate response to a situation.
Reading for learning, in contrast, is considered to be the type of reading done in the
classroom and is goal orientated. Reading is the fundamental skill upon which all formal
education depends. Research now shows that a student who doesn’t learn the reading
basics early is unlikely to learn them at all.
Any student who doesn’t learn to read early and well will not easily master other skills and
knowledge, and is unlikely to ever flourish in school or in life. Low reading achievement,
more than any other factor, is the root cause of chronically low-performing schools, which
harm students and contribute to the loss of public confidence in our school system. When
many children don’t learn to read, the public schools cannot and will not be regarded as
successful—and efforts to dismantle them will proceed.
Reading for pleasure is an activity that is commonly taken for granted. Although many
readers are initially interested in developing their reading skills for very practical reasons,
teachers have an ideal opportunity to introduce their learners to a range of experiences, 11
including fiction and non-fiction, travel writing, graphic novels - both on-screen and paper-
based.
1.2.3. Types of reading
Reading has been classified into different types according to ways of reading and purposes
of reading.
1.2.3.1. According to ways of reading
Reading is classified into aloud reading and silent reading.
Aloud reading is an unnatural activity because most people do not read aloud in real life,
and it is difficult for the speaker to pay attention to the meaning of the text while reading
aloud. According to Doff (1988: 67), ―aloud reading involves looking at a text,

(v) To study the language in which the material is written.
Through these ways of reading, the readers would comprehend the written materials more
deeply and in details.
1.2.3.1. According to reasons of reading
According to Williams (1984), reading is classified into four main types, namely
skimming, scanning, extensive reading and intensive reading. Below are different types of
reading in relation to reasons of reading.
REASONS STYLES

Figure 1: The relationship between reasons for reading and types of reading.
(Adapted from Williams, 1984)
Reading for
pleasure/ interest
Reading for general
information
Reading for brief
information
Skimming
Scanning
Involuntary
Rapid

 Extensive reading
It could be defined from different points of view (Hedge, 2003: 202). Some authors define
it as activities of skimming and scanning. For others, it is the amount of reading of
material. Hafiz and Tudor (1989: 5) claim that the pedagogical value attributed to
extensive reading is based on the assumption that exposing learners to large quantities of 14
meaningful and interesting second language material will, in the long run, produce a
beneficial effect on the learners’ command of the second language.
Extensive reading inspired by Krashen’s Input Hypothesis, has been readopted in different
EFL institutions and universities since students are asked to read independently using
available material online or at their reach (Hedge, 2003: 200-201).
Extensive reading is an individual activity that can be not only in class but also at home. It
helps students to find their way to be independent. Learners can be allowed to select their
own reading materials according to their interests and level of language they have.
Hedge describes the advantages of extensive use in the following lines:
―Learners can build their language competence, progress in their reading ability, become
more independent in their studies, acquire cultural knowledge, and develop confidence and
motivation to carry on learning.‖ (ibid, 204-205).
 Intensive Reading
Intensive reading is associated with short texts used to make students explore the meaning
and get familiar with the writing mechanisms. They are used to practice or focus on
specific lexical, syntactical or discoursal aspects of the target language or to practice a
selected reading strategy. However, Hedge states that it is "only through more extensive
reading that learners can gain substantial practice in operating these strategies more
independently on a range of materials." (ibid, 202) These strategies can be either text-
related or learner-related: the former includes an awareness of text organization, while the
latter includes strategies like linguistic, schematic, and meta-cognitive strategies.
In this regard, Douglas Brown (2001: 312) defines: ―Intensive reading is usually a

skimming, scanning)
(v) developing an awareness of the structure of written texts in English
(vi) taking a critical stance to the contents of the texts
1.3. Motivation in reading
1.3.1. The importance of motivation in reading second language
It is generally acknowledged that reading motivation plays a crucial role in second
language reading process. Reading motivation is a kind of desire to read and it has a major
role in students’ success because most academic knowledge is gained through reading. To
become effective readers throughout their school years, students must read early and often. 16
Motivation for reading is essential so that students choose to develop their reading skills
and persist and make strong efforts to overcome any limitations. Students only become
skilled readers when they read a lot, and motivation is critical for addressing this challenge.
Students with high intrinsic motivation are relatively active readers and high achievers. If a
person is intrinsically motivated to read, he or she will not shrink from reading difficult
texts. Thus, motivation increases the amount of reading and leads to high reading
achievement.
Being aware that ―it is an important part of a reading teacher’s job to motivate learners‖
(Girard, D. 1977: 120), teachers should arouse their students’ interest and curiosity in the
text, encourage their expectation and activate them in reading activities.
1.3.2. Main factors affecting students’ motivation in reading second language.
Almost students take a dim of becoming good, fluent second language learners. They know
that reading development is hard work and they need effective motivational support from
their teachers and the curriculum. Second language motivation researches strongly argue
that motivation is significantly affected by what happens regularly in classroom.
1.3.2.1. The reading materials
The reading materials (or printed information) also play a very important role in reading
learning environment. Reading provides with access to information and today’s world

love for second language reading by establishing their rapport and respect to them because
most of them are very sensitive and most affected by their teacher. ―To a very large
degree, students expect to learn if their teachers expect them to learn‖ (Stippek, 1988).
The teacher has a key role in creating an effective classroom environment which has highly
motivated students and necessitates strong interpersonal and social interaction. This
classroom environment has powerful effect on the encouragement or discouragement of
motivating students to read. The choice of teaching strategy has an effect upon the
motivation and interests of the students. The manner in which the teacher approaches the
teaching strategy will have effect upon motivation: an enthusiastic approach is more likely
to motivate than a dull approach. In order to achieve effect learning environment, the
teacher has to create a competitive atmosphere in which the students are not afraid to make
mistakes and encouraged to take risks. In her lessons, the teacher gives students
opportunities to talk about them, their interests and their learning needs. The teacher
should recognize the ―little success‖, improvements and progress of all students both
individually and with the entire group. 18
A good teacher should know her students and can find ways to pull the students and the
texts together
1.3.2.3. The students
Oxford and Shearin (1994) identified six factors that impact second language learning
motivation in which five factors is related to students. These five students’ factors can be
listed as follows:
(i) Attitude (i.e. sentiments toward the learning community and the target
language)
(ii) Beliefs about self (i.e. expectancies about one’s attitudes to succeed, self-
efficacy and anxiety)
(iii) Goals (perceived clarity and relevance of learning goals as reasons for learning)
(iv) Involvement (i.e. extent to which the learner actively and consciously

The following chapter is intended to introduce the context and the methodology of the
study.